11.26.14

HISTORY OF SCIENCE FICTION:

First draft and outline due today. If not finished…you have homework over Thanksgiving break.

WORLD STUDIES:

Completed 3.2. and missing work.

WASHINGTON STATE HISTORY:

Discussed p. 86-87: coastal indian society. We then turned in p. 84-85, 86-87 assignments.

See you on Monday….

11.25.14

HISTORY OF SCIENCE FICTION:

Together we wrote the first paragraph of our main body. Then we resumed working on the rest of the essay. Tomorrow the first draft (minus the conclusion) is due.

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WORLD STUDIES:

We finished 3.2:

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WASHINGTON STATE HISTORY:

We completed a learning target assessment before we resumed completing the reading assignment for pp. 86-87 (see yesterday’s post).

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11.24.14

HISTORY OF SCIENCE FICTION:

We turned the outline of our introduction into a first draft and began writing the first main body paragraph.

WORLD STUDIES:

Reviewed 3.1 and worked on 3.2:

Learning Target: “I can show how the environment we live in influences the way we live.”

Student talk: Which region of Canada is NOT normally suited for permanent settlement? (You can use the map on page 53 as a reference.)

Read section 3.2 (maps and graphics included):

  • Identify vocabulary: urban, rural, ecumene
    • Define it as described in the reading, provide an illustration, list characteristics of the words, including words related and NOT related (opposites) to the vocabulary word.
    • Reflect: What does this word have to do with understanding thematic maps?
  • Identify what three groups make up Canada’s “founding Peoples”. Explain why each group is considered to be a “founding people”?
  • Describe where Canadians live. Use Urban, Rural and ecumene as part of your answer.

Reflection: “I am meeting the learning target because I did _____.”

WASHINGTON STATE HISTORY:

We reviewed cause and effect and as it applies to the reading assignment for p. 84 & 85:

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We then discussed the second part of the assignment on p 86-87, which is due at the end of class tomorrow.

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11.21.14

HISTORY OF SCIENCE FICTION:

Today we reviewed our outline for our introduction and first main body paragraphs.

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Next we outlined the paragraphs for plot & characters:

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We then outlined (very quickly) the concluding paragraph. I will go over these on Monday and record them in the grade book. We will begin writing the first drafts and will turn those in on Wednesday.

WORLD STUDIES:

We finished, discussed and handed in 3.1 (see yesterday for that assignment.)

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WASHINGTON STATE HISTORY:

With our completion of chapter three outline, we resumed our discussion of cause & effect. We discussed cause and effects of WAR and SCHOOL FIGHTING. Once the class was ready, we did the following assessment to see if students understood the concept. This assignment was due at the end of class. Most people finished it in three minutes.

Screen shot 2014-11-21 at 5.24.11 PMFollowing this we resumed the reading assignment for p. 84-85. (yesterday’s post for the assignment questions.)

11.20.14

HISTORY OF SCIENCE FICTION:

How do we use setting, plot and characters to help support our claim? We reviewed the purpose of all three elements of story telling.

WORLD STUDIES:

  1. Learning Target: “I can show how the environment we live in influences the way we live.”

Student talk: How can WHERE you live affect HOW you live?

Read section 3.1 (maps and graphics included):

  • Identify vocabulary: Plural Society, regions
    • Define it as described in the reading, provide an illustration, list characteristics of the words, including words related and NOT related (opposites) to the vocabulary word.
    • Reflect: What does this word have to do with understanding–?
  • Explain how James and Marie are examples of a plural society.
  • Create a T-chart for both James and Marie. On one side collect details that describe where they live (the environment & location). On the other side, collect information about how they live (what they do). When done, analyze the evidence and explain how where they live influences how they live. (work on this with a partner)

Reflection: “I am meeting the learning target because I did ___.”

WASHINGTON STATE HISTORY:

As most of the classes worked on their chapter 3 outlines, others moved onto the first assignment of the new chapter. We discussed the concept of CAUSE & EFFECT. We did two examples: crime & urban sprawl. We then turned to the reading:

“Due to the favorable climate and natural environment, Coastal Indians had easy access to vast food supplies. This access directly influenced their society and their culture.”

Is this true? Did the favorable climate and natural environment provide coastal indians with easy to access food supplies? And if so, in what ways did this access influence the society and culture of the Coastal Indians?”

Read about and describe the natural environment of the Coastal Indians on pp. 84-85. Cite evidence from the text. (Use the read with a pen or pencil strategy)

Location Physical Features Climate Vegetation Wildlife

“Based on the evidence gathered, what conclusion can I draw about the relationship between the natural environment and the Coastal Indians?”

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11.19.14

HISTORY OF SCIENCE FICTION:

Outlining main body paragraphs. Reviewed outline for introduction.

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WORLD STUDIES:

Outlined chapter 3. Finished self-assessment for chapter 2. (Chapter two officially finished.)

WASHINGTON STATE HISTORY:

Final drafts due. Tomorrow we begin chapter 3.

11.18.14

HISTORY OF SCIENCE FICTION:

Worked on outlining main body paragraphs of essay.

WORLD STUDIES:

Reviewed yesterday’s assessment and outlined chapter three.

WASHINGTON STATE HISTORY:

Some finished outlines and first drafts. Most revised and edited first drafts. Final drafts due tomorrow.

11.17.14

HISTORY OF SCIENCE FICTION:

We began outlining our essay, starting with the introduction.

  • Subject: “Harrison Bergeron” by Kurt Vonnegut Jr.
  • Focus: Themes and how they are supported by setting, plot and characters
  • Claim: “The need for a perfect society should never outweigh our own individual liberties.”

Tomorrow we outline our main body paragraphs

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WORLD STUDIES:

“I can identify and use a variety of thematic maps…when I can analyze and use thematic maps to identify a region’s physical features, climate, vegetation, population density and economic activity.”

HOW have you met the learning target for thematic maps?

Review your notes and/or past assignments (2.2-2.7). Explain how you met the target by showing what you can now do using thematic maps. For example, if you studied the physical feature map of India, what physical features did you analyze on the map, and what did you discover about India’s physical features by using the map?

Explain what you have learned using examples from the assignments. The more examples you clearly explain, the better you demonstrate the learning target.

WASHINGTON STATE HISTORY:

Turning first drafts into final drafts. Final drafts are due Wednesday 19th. Check Skyward to see if your son or daughter has completed their outlines and first drafts. Many still have not. Many are not using class time wisely.

THIS CLASS IS A REQUIREMENT FOR HIGH SCHOOL GRADUATION…

11.14.14

HISTORY OF SCIENCE FICTION:

We began our first essay assignment. Today, we discussed the rubric used to evaluate our writing process and final draft and we analyzed the writing prompt.

Claim: Based on the setting, plot and characters of Harrison Bergeron, it can be argued that the thematic message of the story is The need for a perfect society should never outweigh our own individual liberties.

Do you agree or disagree?

Using your story notes, write a response that shows how you agree or disagree with the thematic message that the need for a perfect society should never outweigh our own individual liberties. Clearly state your claim. Use the setting, plot, and characters of Harrison Bergeron as your evidence to prove your claim. Provide a concluding statement that supports your argument.

WORLD STUDIES:

Completed 2.7. We checked grades and turned in missing or late work. Test on thematic maps is Monday.

WASHINGTON STATE HISTORY:

We completed first drafts and used the rubric to evaluate the quality of the draft. The self-scores were placed on sticky-notes and tallied on the board.

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Only half the students completed their first drafts. This means a zero in the grade book until they are completed. This means homework. ALL SIX PARAGRAPHS ARE DUE MONDAY.

The following slides are reminders of the work we have done these past few days in writing our first draft.

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INTRODUCTION: from outline to first draft
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MAIN BODY PARAGRAPHS: from outline to first draft
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How to write a conclusion by inverting your introduction (Use the sentence stems to help you!)

11.13.14

HISTORY OF SCIENCE FICTION:

Reviewed character analysis of Harrison Bergeron. Wrote a mini-paragraph on our personal outlook on Harrison,, based on the information collected.

WORLD STUDIES:

Turned in 2.6 & 2.7. Some still not finished. 2.7 must be completed tomorrow.

WASHINGTON STATE HISTORY:

Worked on main body paragraphs for the first draft, using our outlines as guides. We used a LATTICE, a graphic organizer, to help students hang their thoughts into organized sentences.

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First draft deadline extended to tomorrow. ALL FIRST DRAFTS DUE FRIDAY BY END OF THE DAY.